Developing a hands-on activity using virtual reality to help students learn by doing

Jyun Chen Chen, Yun Huang, Kuen Yi Lin, Yu Shan Chang, Hung Chang Lin, Chien Yu Lin, Hsien Sheng Hsiao

Research output: Contribution to journalArticle

Abstract

This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.

Original languageEnglish
Pages (from-to)46-60
Number of pages15
JournalJournal of Computer Assisted Learning
Volume36
Issue number1
DOIs
Publication statusPublished - 2020 Feb 1

Fingerprint

virtual reality
Virtual reality
Students
student
learning performance
group discussion
learning
ability
engineer
Group
Education
mathematics
engineering
Engineers
science
knowledge
education

Keywords

  • 6E model
  • STEM education
  • abstract scientific concepts
  • hands-on ability
  • virtual reality

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Developing a hands-on activity using virtual reality to help students learn by doing. / Chen, Jyun Chen; Huang, Yun; Lin, Kuen Yi; Chang, Yu Shan; Lin, Hung Chang; Lin, Chien Yu; Hsiao, Hsien Sheng.

In: Journal of Computer Assisted Learning, Vol. 36, No. 1, 01.02.2020, p. 46-60.

Research output: Contribution to journalArticle

@article{be364b82bd5e43b1b947f7f867b82f14,
title = "Developing a hands-on activity using virtual reality to help students learn by doing",
abstract = "This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.",
keywords = "6E model, STEM education, abstract scientific concepts, hands-on ability, virtual reality",
author = "Chen, {Jyun Chen} and Yun Huang and Lin, {Kuen Yi} and Chang, {Yu Shan} and Lin, {Hung Chang} and Lin, {Chien Yu} and Hsiao, {Hsien Sheng}",
year = "2020",
month = "2",
day = "1",
doi = "10.1111/jcal.12389",
language = "English",
volume = "36",
pages = "46--60",
journal = "Journal of Computer Assisted Learning",
issn = "0266-4909",
publisher = "Wiley-Blackwell",
number = "1",

}

TY - JOUR

T1 - Developing a hands-on activity using virtual reality to help students learn by doing

AU - Chen, Jyun Chen

AU - Huang, Yun

AU - Lin, Kuen Yi

AU - Chang, Yu Shan

AU - Lin, Hung Chang

AU - Lin, Chien Yu

AU - Hsiao, Hsien Sheng

PY - 2020/2/1

Y1 - 2020/2/1

N2 - This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.

AB - This study combined virtual reality (VR) technology, the 6E (Engage, Explore, Explain, Engineer, Enrich, and Evaluate) model, and STEM (Science, Technology, Engineering, and Mathematics) education to develop a hands-on activity aimed at helping students to achieve “learning by doing.” The participants were 162 tenth-grade students, divided into the Experimental Group (hands-on activity using VR technology) and the Control Group (hands-on activity via lectures). Using sequential analysis, this study investigated how the hands-on activity influenced the students' behavioral patterns in learning. The results showed that all of the students' learning performances and hands-on abilities were enhanced. Moreover, the students who used VR technology achieved both significantly better learning performances and hands-on abilities, indicating that VR might be able to help the students understand abstract scientific concepts and build mental models, which they used to internalize and organize knowledge structures. Furthermore, this study discovered that the students who learned using VR technology formed a cyclical learning pattern, starting with a group discussion (G), moving on to solving problems (S) and developing a product (D), and then going back to another group discussion. However, the students who learned via lectures produced a linear learning pattern in the order of G→S→D.

KW - 6E model

KW - STEM education

KW - abstract scientific concepts

KW - hands-on ability

KW - virtual reality

UR - http://www.scopus.com/inward/record.url?scp=85070888617&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070888617&partnerID=8YFLogxK

U2 - 10.1111/jcal.12389

DO - 10.1111/jcal.12389

M3 - Article

AN - SCOPUS:85070888617

VL - 36

SP - 46

EP - 60

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 1

ER -